Keywords
motivation
writing composition
reading comprehension
teens
How to Cite
Abstract
This study examines the joint and individual contribution of motivation, reading comprehension and written composition in the academic performance of Spanish adolescents of different educational levels. The sample consists of 203 subjects, between 12 and 14 years old [1st ESO (M = 12.4 y DE=1.28), 2nd ESO (M = 13.6 y SD = 1.02) y 3rd ESO (M = 14.2 y SD = 1.34)], of medium sociocultural level and with normal intellectual levels. Academic performance, reading comprehension, written composition and achievement motivation are evaluated. Correlation analysis and linear regression analysis are performed. The results indicate that the variables studied together contribute to explain a relevant percentage of academic performance in the different educational levels. Reading comprehension and motivation explain between 44 and 64% and between 27 and 36%, respectively, of the variability of academic performance at different ages. It highlights the importance of motivational and linguistic variables, specifically, of reading comprehension, for the improvement of academic performance and the prevention of school failure in Spanish adolescents.
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